ECD 133 Preschool Learning Plan Format

Activity Name: Sew Many Buttons!

Age of Child(ren): 3

Setting: Individual
Developmental Focus: Cognitive, fine motor, language
Key Content Focus: Math
Key Content Area Concepts: Geometry
Key Content Area Skills: Sort buttons according to shape.
Learning Outcomes
The child will . . . Sort the buttons according to shape into separate
containers.
ELS: M-3K-4.1 Recognize simple shapes in the environment.
ELS: M-3K-4.2 Match shapes in their environment.
Materials to collect/prepare:
Shapes Poem
Buttons
Containers for sorting
Camera
Pen
Notebook
Lesson Plan
Transition/warm up/introduction: Before I start my activity, I will read a
poem called Shapes Poem to the child to get him ready.
Shapes Poem
I am Cera Circle
Watch me turn round and round
And you will learn
I'm not straight and I don't bend
My outside edges never end!
Squire Square is my name
My four sides are just the same
Turn me around, I don't care
I'm always the same, I'm a square!
I am Danny Diamond
I am like a kite
But I'm really just a square
Whose corners are pulled tight
Ricky rectangle is my name
My four sides are not the same

Two are short and two are long

Count my sides, come along
1-2-3-4
I'm Tommy Triangle
Look at me
Count my sides
There's 1-2-3!
Opal Oval is my name.
The circle and I are not the same.
The circle is round, as round can be.
I am shaped like an egg as you can see
Harry Heart is my name
The shape I make is my fame
With a point on the bottom and two humps on top
When it comes to love I just can't stop!
I am Sarah Star
You can see me twinkle from afar
My five points make me complete
When I'm brightly shining I can't be beat
Olly Octagon is my name
The shape of a stop sign is the same.
My eight sides are fun to count
How about you try it out!
1-2-3-4-5-6-7-8!
Adult Procedures
1. I will take out the buttons and put them in a pile for the child to look at.
2. I will ask the child if he can recognize and tell me the shapes that he
knows the names of.
3. If he doesnt know the shapes, I will pick each shape up and name
them.
4. I will ask him if he could put each shape in the labeled container.
5. Will continue until all the buttons are gone from the pile.
Child Procedures: (use as many or as few steps as needed)
1. First the child will . . . see the buttons in the pile.
2. Next the child will . . . answer whether he knows the shapes or not.
3. Then the child will . . . repeat the shape that was named.
4. Then the child will . . . put each shape in the labeled container.
5. Finally the child will . . . continue to put the buttons in the container
until all the buttons are gone from the pile.
Conversation to Support Learning/Talking with Children:
1. Where have you seen buttons before? Maybe its on something that
you are wearing?
2. How many different shapes do you see?
3. What other ways could we sort the buttons?
4. How did you know what containers to put each shaped button into?

5. Tell me what else you notice about the buttons? (color, number of

holes, size)

Observations and Assessment: If the child can sort the shapes in the
correct container, then I will know that he has some understanding of
geometry because he will be able to look at the shape and compare it to the
picture of the shape on the container and will know which one it belongs in.
Accommodations for individuals:
Simplification for atypical learners: There are many shaped
buttons in my collection, to simplify it, I would use 2 or 3 shapes for him to
sort and I would talk to him about the attributes of each shape as he is trying
to figure out which container it belongs in.
Challenge for advanced learners: I would have him not only sort
out the buttons according to shape but also according to color as well so it is
not just one attribute he is looking for, but 2.
Resources:
http://www.learning4kids.net/2012/03/01/sorting-buttons/
http://www.prekinders.com/shape-sorting/